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Guiding Comprehension Teaching for Meaning

Guiding Comprehension – Teaching For Meaning

“Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text and the stance the reader takes in relationship to the text” Pardo, 2004

The teaching of reading needs to include a range of comprehension strategies. Comprehension strategies can be defined as the “mental processes” that good readers use to understand text. Comprehension strategies need to be explicitly taught.

The diagram below illustrates the 3 levels of comprehension, ranging from the lower order literal type to the higher order evaluative type.

Strategy Definitions and Activities to Support

Evaluative Synthesising Determining Importance

Summarising and Paraphrasing Self Questioning

Inferential Connecting

Comparing Inferring Predicting

Literal Creating Images Skimming Scanning

Self Questioning

Reading Strategies

Definitions and activities to support implementation

( denotes task card template located at end of resource book) Activities for Creating Images Picture This: Teacher reads a section of a text without showing any illustrations and children draw a visual representation of their interpretation of character/ setting/ event from that piece of text. Sensory Chart: Pairs of children select section of text and record pictorially or using key words what text looks like/ feels like/sounds like. Post Your Senses: Pupils record brief details on post it notes based on images they form as they read text. They stick the post it notes onto the appropriate part of the text. Changing Images: Teacher reads a section of a text without showing any illustrations. Teacher stops reading at a selected place in the text and asks children to sketch or write the mental image they have created. Children label this, Image 1-‐ My First Image. Teacher reads more of the text and children are given time to re-‐create their image based on the new information. Children label this, Image 2-‐ My Second Image. Children should be asked to discuss any changes made to the second image.

Creating Images Readers create images using the senses to help them to draw conclusions, make predictions, interpret information, remember details and assist with overall comprehension

Open Mind Portrait: Children are asked to create character portraits and include key words to describe the character’s thoughts and feelings. Information Images: Children create key images based on informational text i.e. in a science or nonfiction book.

Activities for Self Questioning Clouds of wonder: Pupils discuss text and generate “I wonder” questions represented on cloud shapes on a sheet. This can be done at regular intervals throughout the reading of a text. Stop and Think Cards: Children are given prompt cards with questions directing them to reflect on their understanding of section of text. i.e. Do I understand what that part was about? Could I explain that part to somebody else? Before, During, After Question Sheets: Children compose and record questions in 3 separate columns on a sheet: Before Reading, During Reading, After Reading. Written Conversation: Pairs of children exchange their thoughts and explanations of events in a text with each other in written form-‐ no talking allowed.

Self questioning Self-‐Questioning encourages readers to constantly think of questions before, during and after reading to assist them to comprehend text. Self-‐formulated questions provide a framework for active reading and engagement as students go in search of the answers.

Activities for Skimming Picture Flick: Children are given an opportunity to flick through illustrations to get an initial sense of the contents, characters and settings. They make predictions based on this quick glance at the text. Graphic Overlays: Pupils overlay text with tracing paper/ acetate, and outline chunks of text/ graphs/ headings etc. These sections are labelled on the overlay. This helps with the gathering of information where text is presented in columns interspersed with graphs/ pictures. Sneak Preview: Pupils complete Sneak Preview sheet to gain information before they read the text fully. The sheet can have sections for cover, headings, illustrations, author etc. Children fill in brief details in each section based on a quick skim through the text. After reading the text the children should discuss how their sneak preview prepared them for the text.

Skimming This involves glancing quickly through a text to gain a general impression of the content. Graphics, italics and headings are useful cues when skimming a text.

Activities for Scanning Hunt the Text Challenge: A set of quiz cards are created with questions seeking specific information i.e. page number, date, heading, title etc. Teacher reads out questions and asks children to locate the information as quickly as they can. Beat the Buzzer: Pupils can devise questions as above and record these on cards. Teacher collects all questions and asks them to the entire class. Children giving answers must also locate the page number and/or paragraph in which the answer appears. Retrieval cards: In advance of reading the text the children get a list of headings from the teacher about a piece of text i.e. habitat, food, size. Children scan the text to get this information and make generalisations before reading the text fully. This works well for informational texts i.e. species of dinosaurs, animals that hibernate etc. Interesting Words Charts: Pupils skim text for new / interesting vocabulary. Teacher records words on Interesting Word Chart along with page and paragraph number. Children are asked to look for clues in the text that might help explain what the word means. They record this contextual clue beside the new word. They can also record their own interpretation of what it means. Finally they are asked to check the meaning in a dictionary/ thesaurus/ glossary.

Scanning Scanning involves glancing through material to locate specific details, such as names, dates, places or some particular content.

Activities for Predicting Split Images: Students work in pairs. Child A describes and elaborates on illustrations in the text. Child B is not permitted to look. Child B looks at the next picture and builds on Child’s A description and prediction. The process of alternating predictions continues until text is completed. Personal Prediction: Children predict using title, author, cover page etc. Children are then given key words from the text and asked to refine their earlier predictions. Check the Text: Teacher hides text and shows only illustrations, diagrams, pictures. Children predict and create their own text to match the illustrations.

Crystal Ball : Whole text has been read. Divide children into groups, each group is allocated a character from the text. Each group brainstorms information about their character, i.e. likes, dislies, interests, personality traits that were stated explicitly or implicitly in the text. Then each group predicts the future for their character based on evidence from the original text and shares with other groups. Think Sheets: Key headings and chapter titles are used to construct questions based on the text. Allow children to think/pair/share and suggest answers prior to reading and compare these after having read the text. True/False -‐ Statements about events in the story are recorded by children before reading the text. Children then compare the statements after reading for confirmation/ rejection.

Predicting Prediction helps readers to activate their prior knowledge about a topic, so they begin to combine what they know with the new material in the text. Predictions are based on clues in the text such as pictures, illustrations, subtitles and plot.

Activities for Connecting

Connecting with the text: Children mark areas in the text with post it notes to show places in the text with which they have made a personal connection i.e. own experience, previous reading material, similar characters.

Before and After Chart: Information is organised on a chart into 3 columns

• What we know before reading the text • What we now know after reading the text • What other information we would like to find out

Think and share: children list key events in the story on one side of a page/chart. Each child takes on a character from the text and considers how this character was feeling during each event. These thoughts are recorded on the right hand side opposite the particular event. Linking texts: After a number of texts are read, children are asked to list these and illustrate the commonalties between the texts by drawing in linking lines. The similarity is recorded on the linking line.

What’s in a Text? : A group of children are given a common text to read. Teacher provides a list of questions about the text which encourage children to make connections with other texts i.e . What other texts have you read that were fairytales? What do you know about fairytales? What kind of characters are found in fairytales?

Connecting Connecting allows readers to comprehend text by making strong connections between their prior knowledge and the new information presented in text.

Activities for Comparing Venn Diagram: Children use 2 overlapping circles to record features that are unique to each text on each circle. Common features are recorded in the overlapping section. Features to be compared could include topics, characters, plots, facts etc. Just Like: Children compare characters with themselves, with similar characters in other texts (witch in various stories) or with people child knows e.g. Grandma. Double Entry Journal: Children record key events from the text on one side of a journal page and on the other they note down connections with real life events or other books.

Activities for Inferring Character Self Portrait: Child adopts role of character, and using sentence starters given by the teacher, they create a profile for that character using explicit and implicit cues from text i.e. I live in a ......, I like .....

Comparing This strategy is closely linked to ‘Connecting’. When making connections to the text, self, other texts and the outside world, pupils also make comparisons. There is an emphasis on identifying similarities and differences.

Inferring This strategy allows the reader to move beyond the literal text and make assumptions about what is not explicitly stated in the text. It can involve predictions, conclusions and interpretations that are neither confirmed nor rejected.

Interviews: Children in pairs conduct interviews where one child takes on a character and the other composes questions to ask the character. Teachers should model the type of questions required – ones which will focus on finding out more about the character than is explicit in the text. Rating Scales: Children choose a character to rate. The characters traits are discussed and recorded. i.e. Rude, Cowardly, Kind. Using a simple rating scale: Very, Quite, Not at all, the children tick the appropriate rating. Children need to justify their rating with evidence from the text. This activity should be done at regular intervals throughout the text to record changes in characters behaviour etc. Report Card: Children prepare a report card for a character in the text based on a number of “subjects” i.e. cooking, making friends, helping out. Children decide on a grade to give the character for that trait and provide a supporting comment that shows engagement with the text. What’s my Point of View?: Class identifies four or five key events from a text. In groups children adopt a character and discuss each of the key events through the perspective of their adopted character. Teacher re organises groups so that each character is represented in each group. Each character’s point of view gets heard in each group. Developing Dialogue: In pairs children each choose a character and one key event. The children compose a dialogue in relation to that event which encourages them to draw inferences about the characters. Dialogues are shared with the class and children discuss the various dialogues that were created.

Activities for Synthesising Turn on the Lights: While reading a piece of text, children are asked to make note of any point in the text where something is clarified or has helped increase their understanding. These points represent the AH HA! moments that all readers have during reading. Plot Profile: Having read the text thoroughly children are asked to list the main events in the story in sequence. Each event is then rated for its impact or excitement level in the story, say 1 to 10. Each event can be plotted along a horizontal axis and matched with its excitement level on the vertical axis. The points are joined up to form a trend of excitement levels in the story from beginning to end. Great Debate: Teacher presents the class with an open-‐ended statement related to topic/text read. In groups children formulate affirmative or negative responses to the statement and justify their position on the matter. Children should share and compare their standpoints towards eventually drawing conclusions. Synthesis Journal: Pupils gather information on selected topic from several sources i.e. various textbooks or reference books chronicling the same topic. Children record key information from each source to build up a comprehensive picture on a topic. This works particularly well for History when children need to view events from the perspectives of different authors or writers.

Synthesising This strategy allows a reader to bring together information that may come from a variety of sources. It involves readers piecing information together, like putting together a jigsaw.

Activities for Determining Importance What’s Your Story: Having read the text fully first, children record on a sheet key pieces of information from the text in categories i.e. Setting, Main characters, Events. If this is done for different texts, the sheets can be used to compare texts. Famous Five Key Word Search: Children are asked to identify five key words in a text. They record these on post it notes and call them VIPs-‐ Very Important Points. In small groups children compare their VIPs and provide justifications for choosing these words. Main Idea Pyramid: Having read a text the class brainstorm important facts and record these on post it notes. The notes are grouped into categories or topics and placed at the bottom of a 3 tiered pyramid. Each group of notes are consolidated to make a shared point and this is recorded in the next layer up of the pyramid. The idea is that finally one main message will be recorded at the top of the pyramid.

Determining importance This strategy encourages readers to constantly ask themselves what is important in a phrase, sentence, paragraph, chapter or whole text.

Activities for Summarising and Paraphrasing Oral Summaries: Taking one section of text at a time groups are asked to read silently and collectively generate a summary of text through discussion and substantiation. Reciprocal Retells: As above but in this activity children in small groups take a specific event each from the text. They each retell the main points of their chosen event. Child A begins with a summary of their event and passes the story onto Child B etc. The whole summary is then shared with the class. Main Idea Sort: Works well with information texts. Teacher records key words / phrases onto cards. Pupils then arrange these to create an outline of the text and re-‐tell in summary form. Newspaper Report: Familiarise pupils with organisation of newspaper article beforehand. Using a piece of text, children organise the information according to the newspaper format i.e. Headline, date and place, main happenings, conclusion. 66 Words: Children are challenged to read a text and create a summary in 66 words or less. The children are given a grid of 66 rectangles to record the summary-‐ one word per rectangle. This makes children more judicious about choosing words and encourages them to only use the main ones. Children compare their 66 word grid in groups and try to come to a group consensus about the final 66 words. When complete they should discuss why they included/omitted certain words.

Summarising and paraphrasing Summarising is the ability to reduce a larger piece of text so the focus is on the most important elements in the text. The re-‐stating or re-‐writing of text into other words is referred to as paraphrasing. Summarising and paraphrasing involve using the key words and phrases to capture the main focus of the text.

How to teach Comprehension Strategies

Pearson & Gallagher, 1984

Gills Questions – Planning for comprehension

1. What do my students know about this topic? 2. What specific vocabulary or concepts do they need to understand

before they can understand this passage? 3. How can I get my students interested in this topic? 4. What purpose can I provide for the reading? 5. What activities will help my students engage in this text? 6. Do parts of this text allow for purposeful repeated readings? 7. Is there potential for teaching word identification strategies in this

text? 8. What strategies do my students need to learn? 9. What strategies can I demonstrate with this particular text?

Reading with your child

Top Ten Tips for Parents /Guardians

Infants – 1st Class 2nd and 4th Class 5th and 6th Class Reading

1. Read to your child as often as you can.

2. Talk about books / characters / plots.

3. Enrol your child in the local library.

4. Provide a good role model by reading yourself / other family members.

5. Keep audio tapes of familiar stories to play in the car.

6. Vary the type of books read – stories / poems / information.

7. Accept your child’s efforts with praise.

8. Concentrate on what he /she got right.

9. Make reading together enjoyable.

10. Take part in school based initiatives like ‘Shared Reading’.

Reading 1. Continue to read to your

child everyday. 2. Read some of the books

your child enjoys so you can discuss them with him/her.

3. Encourage your child to read to younger brothers/ sisters.

4. Ensure that your child knows that you value and enjoy reading yourself.

5. Make sure there is a wide variety of reading material in your home – newspapers, magazines, information, cookery books etc.

6. Enrol and encourage your child to visit the local library once a week...

7. Discuss favourite authors.

8. Encourage your child to read articles / headlines in newspapers.

9. Encourage your child to guess unknown words.

10. Take part in school based initiatives like ‘Shared Reading ’

Reading 1. Encourage your child to

visit the local library as often as possible.

2. Recognise and praise your child’s efforts in reading.

3. Ensure your child has access to a wide range of reading material –newspapers, magazines, guides etc.

4. Take an interest in different children’s authors.

5. Discuss ideas and points of view proposed by newspaper articles etc.

6. Provide a well lit study / reading area.

7. Ensure that you value and enjoy reading yourself.

8. Allow your child to choose his /her own reading material.

9. Encourage your child to read for information – timetables / weather forecasts / menus

10. Encourage your child to try and guess unknown words.

SELF-QUESTIONING

Asking questions helps me understand a text. Remember to ask questions before, during and after you read! I wonder...

How could that be?

Why do you think?

Who... What...

Where... When...

What did that mean?

CREATING IMAGES

Making a picture in my head as I read can help me understand a text better!

When I read this I can see …… I can smell, hear, taste, touch……… I can feel..... I can see the picture in my head...it looks like...

Helpful hints...

PREDICTION

Thinking about what might happen in the story and looking at the clues in the text and pictures will help me understand what it is about! I think this story is about…… I predict that …… will happen next……… From what I know....I don’t think..... That’s not what I thought would happen...

Helpful hints...

Helpful hints...

Pred

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Self-

Que

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Cre

atin

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ages

SKIMMING If I quickly flick through the text I can get an overall idea of what the text is about. By quickly flicking through the text I know that... I think this will be useful because I can see by the headings that it includes....

INFERRING

Sometimes as I read I need to make inferences. When the author doesn’t answer my questions I must infer. Using these different clues I can infer that... After reading that text I think that... Maybe.... It could mean that.... Perhaps....

Helpful hints...

MAKING CONNECTIONS

Sometimes when I read I can make a connection to something I already know! That reminds me of a time when…… That reminds me of somebody…… That reminds me of another book where…… When I was young I remember...and this sounds very similar...

Helpful hints...

Helpful hints...

Mak

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Con

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Skim

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Infe

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SUMMARISING

When I summarise I can think about what I have read and then focus on the important elements First, next, finally, then.... I think the purpose of this text was to... I can think about the most important parts and retell them in my own words...

Helpful hints...

SYNTHESISING

When I use all my strategies to combine what I know with new information to understand the text I am synthesising. Now, I get it!

This makes me think of...

I learned that...

I understand this because...

Using all the strategies I know, I think this is about...

So, this bit helps me understand...

Helpful hints...

COMPARING

When I am comparing I can look and see what is the same or different! I can compare characters, events, settings....

If I make a connection I can compare it to something I know already...

I know that this is the same....

I know that this is different to....

Helpful hints...

Synt

hesi

sing

Com

parin

g

Sum

mar

isin

g

Helpful hints...

DETERMINING IMPORTANCE

I can understand the main ideas of the text and what the author’s message is. The text was mostly about...

The important details were... I will underline the key words... I think .... and ....are important

Helpful hints...

MONITORING COMPREHENSION I know how to use different ways to help me when I get stuck on what the meaning of a text is. When I get stuck on a word or when I get confused I can:

...use what I know to think about the word

...reread

...read on

....use my questions and connections

Helpful hints...

SCANNING Scanning helps me find information in a text, such as contents, illustrations and index. I look for information, like names and dates... By looking closely at the text I have discovered that... I can also look for headings and/or information that might be highlighted...

Helpful hints...

egy Demonstration Plan Scan

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Det

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Mon

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Planning framework

Strategy Objective/Learning Intention Language Integration Lesson Outline

• Modelled

• Shared

• Guided

• Independent Resources

Inferring

I think that ……… he is thinking this because …… I think the character is …… because

Scanning

I scan for important information. If I am scanning for who I look for capital letters (names), if I scan for when I look for days (capital letters), dates, years, times (numbers)

Creating Images

When I read this I can see …… I can smell, hear, taste, touch………

Determining Importance

The main points are……… This is really important because ……… Who, What, When, Where, Why …

Predicting

I think this story is about…… I predict that …… will happen next………

Connecting

That reminds me of a time when…… That reminds me of somebody…… That reminds me of another book where……

Comprehension Strategy Task Sheets

The following task cards can be used to consolidate strategies for children.

At A Glance

Text: _____________ Author: _____________ Illustrator: ____________

What I notice about the cover: ______________________________________________________________________________________________________________

_____

What I notice about the illustrations:

_________________________________________________________________________________________________________ ____________________

What I notice about the author:

________________________________________________________________________________________________________________________

_____

What I notice about the title and headings:

______________________________________________________________________________________________________________

_______________

Questions I have about the text: ______________________________________________________________________________________________________________

Double Entry Journal Text: Author: Topic:

Ideas from Text: Connection or comparison:


From the Text: (Quote)

Page No.

Connection or comparison:

(Questions; Connections; reactions; predictions......)


Quotation: Page No.

Why I find this quotation interesting or

important:

What a Story!

Title: __________________ Author: __________________ Text Type and Topic

Setting

Events or Action

Characters

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